Welcome to Art Room 104! Well, I no longer teach in room 104...it's now room 309, but the heart is still there! I have now transitioned into teaching 7th-12th grades, and my focus is now moving towards Choice Based Learning in the art room. Join me on my journey as I enter new territory, experiment, and share how I fit it all into the realm of Common Core!

Monday, August 26, 2013

High School Observational Drawing Rubric

Taking a break from my curriculum planning, I've been working on my pre- and post-assessment plans for my high school SLOs for this year. I've decided it's going to be a two-part assessment. Although I was lucky enough last year on the elementary end to not have to incorporate any writing pieces, I'm being asked to incorporate a writing component on the high school end, so here is my plan.

The first part will be an observational drawing of some sort. I plan to use the same observational drawing rubric for both 7th grade and Studio Art. At this point, I'm not sure if I'll have them do the same subject, but I do know that I want the Studio Art students to draw their hand. (The teacher I graded post-assessments last year did this and I liked it!). The first drawing will be a one-day drawing and the post-assessment will probably be a 2-3 day drawing, where hopefully the students will incorporate more creativity in the pose and background of their hand. I'm debating about having 7th graders do their hands as well, or a still life, or quite possibly their shoe (or maybe even a self-portrait!).

Here is my preliminary observational drawing rubric that I've been working on today. It is a combination of ideas taken from the regional art assessment rubric that we created last year at Boces, and some of my own ideas.

4

3

2

1

0

Technical
Accuracy

_____

“Draw what you see, not what you
know.” Accurately drew shapes, proportions,
contours and details. Drawing is expressive and detailed.

Attempted to draw what was seen. Attempted to draw proportions correctly and
points of overlap. Drawing is
expressive and somewhat detailed.

Somewhat drew what was seen however proportions
are not exact; student did not observe and draw points of overlap. Drawing is somewhat detailed.

You can tell what the student was
observing in the drawing, but proportions are not correct. Did not observe and draw any points of
overlap. Drawing lacks almost all details.

Student did not do an observational
drawing. Drawing has no details.

Shading/Value

_____

Student successfully incorporated all 8
ranges from the gradient scale with smooth transitions. Student used at least
3 shading techniques to create value. Student accurately observed and shaded
highlights and shadows, and the direction of the light source is apparent.

Student incorporated 6-7 ranges from
the value scale with smooth transitions.
Student used 2 shading techniques to create value. Student observed and shaded highlights and
shadows. Viewer can see where the
light source comes from.

Student incorporated 4-5 ranges from
the value scale with rough transitions.
Student used 1 shading technique. Some highlights and shadows are
observed, but not very accurately and they do not match the light source.

Student incorporated 2-3 ranges from
the value scale with very rough transitions.
Only used 1 shading technique.
Very vague representations of highlights, shadows and light source.

Did not create value in drawing. No transitions. Only black and white. No shading techniques used. No highlights, shadows are light source are
drawn.

Elements
of Art

_____

Student understands and uses the
elements (line, shape, form, space, texture, value, & color) to create a
successful and interesting artwork. Student has a strong sense of line, both
real and implied.

Student uses the elements to create a
successful artwork. Student understands the basics but has not experimented. Student uses real and implied line.

Student attempts to use the elements. Student shows a minimal understanding of
the basics of the elements. Student
uses real line.

It is clear that the student does not
understand how to use the elements. No attempt at organizing the elements.

Composition

_____

Student understands and uses principles
of art (rhythm, movement, balance, proportion, variety, emphasis, harmony and
unity) to create a strong and interesting composition. Utilized the positive and negative space
extremely well on the paper.

Student used the principles of art to create
an interesting composition. Utilized
the positive and negative space well on paper.

Student attempted to use principles to
create a composition. Attempted to use
the positive and negative space well on paper; drawing takes up ½-3/4 of the
paper space.

Student did not use the principles well
to create an interesting composition.
Did not use space well; drawing only takes up ½ of the paper space.

Student did not use the principles of
art to create an interesting composition.
Did not use space well; drawing is very small and/or takes up less
than ¼ of the paper.

Creativity

_____

Student has taken the technique being
studied and applied it in a way that is totally his/her own. The student's personality/voice comes
through. Everything is original.

Student has taken the technique being
studied and has used source material as a starting place. The student's
personality comes through in parts of the painting. Everything is original.

Student has copied from another source.
There is little evidence of creativity, but the student has done the
assignment.

Student has not made much attempt to
meet the requirements of the assignment. A majority of the assignment has
been copied from another source.

No creativity attempted. Artwork is a direct copy from another
source.

Craftsmanship
/ Presentation

_____

Utilized time appropriately. Artwork is created and maintained in a
professional manner. No tears,
smudges, or stray marks. Artwork is
neatly signed in the appropriate spot.

Utilized time appropriately. Artwork is created and maintained fairly
neatly. No tears, minimal smudges or
stray marks. Artwork is neatly signed
in the appropriate spot.

Could have utilized time better. Artwork is created and maintained with an
attempt at neatness. Artwork may be
torn, smudged or have stray marks. Artwork is signed.

Did not utilize time well. Artwork is poorly created and
maintained. Artwork is torn, smudged,
or has stray marks that distract from the image. Artwork is sloppily signed.

Artwork is not finished, was folded,
crumpled up, ripped, etc. No signature
on artwork.

I'm not sure if I'm going to keep the elements and composition descriptor...I might combine them into one?

I think I was having a brain fart during this rubric creation because I was really struggling on how to word some of these descriptors, so I headed over to RubiStar for help. Have you used this site before? It's really great for making rubrics for any subject area. You don't have to create a log-in to use it, but if you do, you can save your individually created rubrics to your account. There are seven rubric types to choose from for art. You can choose and edit the descriptors, edit the grade numbers and descriptor titles. You can even add your own.

The second part of my pre- and post-assessment will be an art quiz. At the end of the year, I am expected to give a final exam like all other subject areas, so instead of bombarding the students with a second post-assessment type exam, I'll just make the final exam the post-assessment. Hopefully using eDoctrina will make this exam generation painless and easy, as I plan to enter in all of my unit quiz questions into a test bank. I'll give the students a brief quiz at the beginning of the year and couple that score with the observational drawing for my pre-assessment score for each student.

The quiz portion will also include the written portion. Again, RubiStar already has a rubric for artwork analysis so I pulled that rubric directly from the website to use. The only thing I will be adding is a descriptor for grammar and sentence structure.

CATEGORY

4

3

2

1

Description

Makes
a complete and detailed description of the subject matter and/or elements
seen in a work.

Makes
a detailed description of most of the subject matter and/or elements seen in
a work.

Makes
a detailed description of some of the subject matter and/or elements seen in
a work.

Descriptions
are not detailed or complete.

Analysis

Accurately
describes several dominant elements or principles used by the artist and
accurately relates how they are used by the artist to reinforce the theme,
meaning, mood, or feeling of the artwork.

Accurately
describes a couple of dominant elements and principles used by the artist and
accurately relates how these are used by the artist to reinforce the theme,
meaning, mood, or feeling of the artwork.

Describes
some dominant elements and principles used by the artist, but has difficulty
describing how these relate to the meaning or feeling of the artwork.

Has
trouble picking out the dominant elements.

Interpretation

Forms
a somewhat reasonable hypothesis about the symbolic or metaphorical meaning
and is able to support this with evidence from the work.

Student
identifies the literal meaning of the work.

Student
can relate how the work makes him/her feel personally.

Student
finds it difficult to interpret the meaning of the work.

Judgement

Uses
multiple criteria to judge the artwork, such as composition, expression,
creativity, design, communication of ideas.

Uses
1-2 criteria to judge the artwork.

Tries
to use aesthetic criteria to judge artwork, but does not apply the criteria
accurately.

About Me

I have now entered my 7th year of teaching in a very small, extremely rural district. I've been an elementary art teacher for 3 years, a K-12 teacher for 3 years, and now, I am a 7th-12th grade high school art teacher...my dream grade levels! I am also a Jamberry consultant, and while I don't find much time to make my own art anymore, I love to design my own jams!